Navigating Languages: How Code-Switching Influences Iranian EFL Learners’ Fluency and Willingness to Communicate in L2

Document Type : Research Article

Authors

Farnaz Hakim Attar ¹

Mohammad Iman Askari ²

Neda Fatehi Rad ³

¹ Ph.D. candidate, Department of English Language,, Central Tehran Branch., Islamic Azad University, Tehran,, Iran

² Assistant professor Department of English Language,, Central Tehran Branch,, Islamic Azad University,, Tehran,, Iran

³ Associate professor Department of English Language,, Kerman Branch,, Islamic Azad University, Kerman,, Iran

https://doi.org/10.22067/lts.2025.91967.1326

Abstract

This study explores the impact of code-switching on Iranian English as a Foreign Language (EFL) learners, focusing on its influence on their willingness to communicate (WTC) and fluency in the second language (L2). Code-switching, the practice of alternating between languages in conversation, is examined as a potential facilitator or barrier to effective communication. The research employs a mixed-methods approach, combining quantitative assessments of WTC and fluency and qualitative interviews to gain insights into learners’ experiences. The results showed that code-switching can enhance learners’ WTC and fluency. Moreover, the interview results showed that for L2 learners, besides using Persian unconsciously, the most frequent reason was to build confidence and comfort, and the least frequent was to develop metacognitive skills. This study contributes to the understanding of linguistic strategies employed by L2 learners and highlights the need for pedagogical approaches that balance code-switching with immersion in the target language.

Highlights

 

Keywords

Code-switching

Communication

Fluency

L2 Learners

Willingness to Communicate

Subjects

• Language Education

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References